Lesson plans and creative writing strategies for a score.

Lesson plans and creative writing strategies for a score.

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Letters from our nation’s Founding Fathers can tell us a lot about our collective history. However these rare documents are also significant for just what they don’t reveal – the voices and recollections associated with the underclass.

On a recent rainy Monday morning right before finals, students in history professor Robert Crout’s course, “Atlantic Background towards the Founding Fathers,” visited Special Collections at the Marlene and Nathan Addlestone Library. There, they weighed the significance – and survival – of letters from the likes of Thomas Jefferson, Benjamin Franklin, George Washington, Alexander Hamilton, Martha Washington and South Carolina plantation entrepreneur Eliza Lucas Pinckney.

But these weren’t transcriptions associated with letters. They weren’t scanned copies either. We were holding the real thing – the actual paper scribed upon by the hands of historical behemoths. The rare usage of the letters is the consequence of a partnership involving the College’s Special Collections as well as the South Carolina Historical Society, which shares space with Special Collections on the library’s third floor.

“These records are the records of elites,” Crout explains to his class, reminding them to think about that contemporaries for the Founding Fathers with less overall much less education, such as slaves and poor farmers, wouldn’t have had the blissful luxury to leave behind correspondence.

“The documents we have when you look at the archive often provide us with a view of the thing that was happening at the very top, the privileged, educated, powerful, often times male and property-holding and white,” archivist Mary Jo Fairchild ’04 (M.A. ’08) explains towards the students.

Fairchild, manager of research services for the College’s Special Collections, says that “archival silence,” the absence of information from those who find themselves socially and economically disenfranchised, has to be used into consideration when reading that is you’re authored by elite and powerful people.

“When we’re examining the record that is historic we must be familiar with the non-neutral nature of archives,” she says. “We have to ask ourselves to see the language on the paper ‘against the grain’ to begin to produce a far more inclusive understanding of voices from our past.”

The opportunity to read letters from the likes of Benjamin Franklin and Thomas Jefferson gives students the chance to consider what form of questions a historian may enquire about the record, what information the record could offer (through the handwriting to your paper itself) while the limitations associated with the record.

Students examine the documents.

Political science major Brynne Domingo was struck by how the varied upbringings associated with Founding Fathers shaped anything from their hand writing to your length they wrote. Thomas Jefferson, as an example, grew up with modest means and learned to publish small to save paper. Benjamin Franklin, having said that, began his career as a typesetter and printer in colonial Boston. Knowing the need for legibility of text, Franklin had large, ornate handwriting and often wrote voluminous, multi-page letters.

“It’s interesting to think about how people used their resources according to how they was raised,” Domingo says.

Crout, that is teaching this program for the time that is first says he specifically created the freshman class to coincide with the presidential election as a way to give students context between the founding associated with the United States government, historical documents and present day events.


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